An Evaluation of Latent Growth Models for Propensity Score Matched Groups

Autor/inn/en	Leite, Walter L.; Sandbach, Robert; Jin, Rong; MacInnes, Jann W.; Jackman, M. Grace-Anne
Titel	An Evaluation of Latent Growth Models for Propensity Score Matched Groups
Quelle	In: Structural Equation Modeling: A Multidisciplinary Journal, 19 (2012) 3, S.437-456 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1070-5511
DOI	10.1080/10705511.2012.687666
Schlagwörter	Structural Equation Models; Probability; Computation; Observation; Longitudinal Studies; Matched Groups; Monte Carlo Methods; Goodness of Fit; Statistical Bias; Error of Measurement; Statistical Analysis; Elementary School Students; Transfer Students; Reading Achievement; Mathematics Achievement; Poverty; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Beobachtung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Monte-Carlo-Methode; Messfehler; Statistische Analyse; Hochschulwechsel; Schulwechsel; Studienortwechsel; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Armut
Abstract	Because random assignment is not possible in observational studies, estimates of treatment effects might be biased due to selection on observable and unobservable variables. To strengthen causal inference in longitudinal observational studies of multiple treatments, we present 4 latent growth models for propensity score matched groups, and evaluate their performance with a Monte Carlo simulation study. We found that the 4 models performed similarly with respect to model fit, bias of parameter estimates, Type I error, and power to test the treatment effect. To demonstrate a multigroup latent growth model with dummy treatment indicators, we estimated the effect of students changing schools during elementary school years on their reading and mathematics achievement, using data from the Early Childhood Longitudinal Study Kindergarten Cohort. (Contains 4 tables and 1 figure.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10